Background Interprofessional Education (IPE) is essential in building Interprofessional collaboration and improving patient outcomes within the healthcare industry. Despite its increasing international adoption, little evidence exists on students’ and faculty especially those within low-resource settings, perceptions and understanding of IPE.

The University for Development Studies (UDS) of Ghana, through its community-based education activities such as the Community-Based Education and Service (COBES) and the Third Trimester Field Practical Programme (TTFPP), gives the means for experiential, inter-professional learning.

This study aims to clarify the ways UDS health professional students and faculty view, experience, and navigate IPE in these courses with an emphasis on significant challenges and opportunities within a limited resource setting.

Methods A qualitative approach will be utilized. In-depth interviews will be conducted among purposively selected students and faculty involved in community-based education and services (COBES) and Third Trimester Field Practical Programme (TTFPP). The data will be analyzed thematically to indicate reiterating perceptions, challenges and opportunities.

Anticipated findings Both health professionals’ students and faculty will be expected to enjoy the programs for fostering collaboration, communication, and team learning. However, problems will likely occur with the lack of regular schedules, minimal resources, faculty readiness, and professional hierarchies reported in literature. Great opportunities may exist in systematic Interprofessional projects, reflective sessions, collaboration via online platforms, and support structures by faculty.

Conclusion The study hopes to inform the strengthening of community-based programs to enhance Interprofessional learning. Enhanced strengthening of the programs is potentially able to prepare a health workforce that can provide coordinated care in different settings.

The authors have declared no competing interest.

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The author(s) received no specific funding for this work.

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

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Ethics Statement (MedRxiv) The research protocol titled “Exploring Perceptions, Challenges, and Opportunities of UDS Health Professionals' Students and Faculty Regarding Community-Based Education Programs for Interprofessional Education” was reviewed and approved by the Institutional Review Board (IRB) of the University for Development Studies (UDS), Tamale, Ghana. IRB Name: University for Development Studies Institutional Review Board Approval Number: UDS-IRB/SMHS/2025/0017 Oversight Body Contact: uds-irbuds.edu.gh All participants will provide written informed consent before data collection. Ethical procedures ensure confidentiality, voluntary participation, and the right to withdraw at any point without consequence. No personal identifiers will be included in publications, and data will be anonymized for storage and reporting.

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

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I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

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I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

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No datasets were generated or analysed during the current study. This manuscript presents a qualitative research protocol and does not report results or pilot data at this stage. All relevant data from this study will be made available upon completion of the research. Following data collection and analysis, deidentified transcripts and thematic summaries will be stored in a secure institutional repository at the University for Development Studies (UDS), Ghana. Access to these materials will be provided in accordance with ethical guidelines and participant confidentiality agreements. Upon publication of the full study results, deidentified data—such as anonymized interview transcripts, coding frameworks, and supporting qualitative datasets—will be made publicly available through the UDS Research Repository or other recognized open-access repositories such as Zenodo or Figshare. The repository link, DOI, and access instructions will be updated in the final published article and supporting information. Any researchers seeking access to confidential data prior to public release may direct their request to the Institutional Review Board (IRB) of the University for Development Studies at uds-irbuds.edu.gh. Access may be granted to researchers who meet the criteria for access to sensitive data, including having ethical approval from a recognized research body and a commitment to protect participant anonymity. All data shared will comply with the requirements of the UDS-IRB, and no identifiable personal information will be disclosed. Data will be retained and preserved in accordance with UDS institutional policy and Ghanaian national data protection regulations.